phd counseling psychology texas

The following requirements must be satisfied for the Doctor of Philosophy with a major in counseling psychology.

Course requirements and use of transfer credit

The qualified and accepted student may enter a degree program holding either a bachelor’s or master’s degree. Depending on the student’s previous preparation and needs, as many as 24 hours of advanced study beyond the master’s degree or its equivalent completed at another institution may be accepted and credited toward the doctorate, provided the candidate’s advisory committee recommends acceptance of transfer credit to the graduate school. The psychology department may waive doctoral program requirements if prior graduate course work is evaluated as equivalent to UNT doctoral course requirements. All psychology doctoral degree plans require a minimum of 42 hours of graduate credit beyond the master’s degree, or 72 credits beyond the bachelor’s degree, taken within the UNT system.

The clinical and counseling psychology programs require a one-year supervised internship. Students should be aware that internship training sites are spread across the country. Internships are competitive, and the student is responsible for securing an internship that meets with departmental approval. Responsibility for an internship training site’s compliance with the Americans with Disability Act rests with the internship site.

Counseling Psychology

This program requires a minimum of 104 semester hours plus a one-year internship and includes 17 hours in general core psychology: social psychology, quantitative methods, theories of cognition and affect, and biological bases of behavior.

The counseling core consists of 37 hours that include course work in the following areas: human development, assessment, individual and group techniques, theories of counseling and psychotherapy, legal and ethical issues, psychopathology, vocational psychology, supervision and consultation, and multicultural counseling. A research core composed of a minimum of 15 hours and practicum training consisting of 17 hours also are required. The elective cluster is composed of a minimum of 15 hours selected to represent an organized and integrated sequence in the student’s area of interest.

Additional requirements

Dual degree options.

All doctoral programs make provisions to allow the completion of a master’s degree in general psychology.

Residence requirement

The candidate must meet the doctoral residence requirement as outlined in the Doctoral degree requirements    section of this catalog.

Qualifying PhD examination in the major area

Each of the departmental PhD programs requires successful completion of a qualifying examination in the student’s respective program. The faculty in each program area is responsible for the format, administration, and grading of the examination.

Dissertation examinations

The student completes two dissertation-related examinations: the proposal and the final comprehensive examination. The student first defends the dissertation proposal, which can be done only after successfully completing the master’s thesis or its equivalent, and the qualifying PhD examination for the program. Upon completion of the dissertation research, the student may schedule the final comprehensive exam for the dissertation.

Advisory committee

A temporary degree program advisor is assigned to doctoral students during the first term/semester of enrollment. The dissertation committee is formed at some point later in the student’s program. Each dissertation committee in the Department of Psychology is to have, as its basic structure, the following:

• Three persons employed as faculty members by the Department of Psychology or as regular members of a Department of Psychology program committee.
• Each committee may, but is not required to, have additional members from outside the Department of Psychology. An additional member may be (a) a UNT faculty member from another department; (b) a community professional especially appointed to the committee through the Department of Psychology; or (c) a faculty member from another university especially appointed to the committee through the Department of Psychology. Additional members may not replace the three departmental members.
• Programs may place other restrictions on dissertation committee composition but cannot authorize deviation from the basic structure (e.g., the three departmental faculty) described above.

Center for Sport Psychology and Athlete Mental Health

• Graduate Education

PhD in Counseling Psychology

Through the UNT Department of Psychology's APA-accredited Counseling Psychology program, graduate students are able to pursue a Ph.D. in counseling psychology with a specialized elective cluster in sport and performance psychology. Through this doctoral program and elective cluster specialization, graduates obtain a broad education as a mental health professional while also receiving specific training in working with athletes, coaches, and sport teams. Upon completion of their pre-doctoral clinical internship, graduates will be able to pursue licensure as a psychologist in any state in the U.S. and seek Certification as a Mental Performance Counsultant through the Association of Applied Sport Psychology. This training model, a sport psychology specialization embedded in an APA-accredited counseling psychology program, is unique and one of the many reasons that students from all over the U.S. and internationally come to UNT.

Ph.D. Counseling Psychology with an Emphasis in Sport Psychology A specialization in sport psychology is offered through an elective cluster within the Ph.D. program in Counseling Psychology . The Counseling Psychology program is fully accredited by the American Psychological Association, and this combined program trains students to be independent, licensed psychologists who also have the knowledge, skills, and experience to work with athletes, coaches, teams, and sport organizations. In addition, through the sport psychology elective cluster, students may elect to take additional coursework to meet the certification or requirements of the Association for Applied Sport Psychology to become a Certified Mental Performance Consultant.

A. Philosophy and Objectives - The counseling psychology program and sport psychology elective cluster provides training to graduate students within the broad context of the scientist-practitioner model. This training is accomplished through prescribed coursework in general psychology, counseling psychology, and sport psychology and the sport sciences. In addition, students gain applied experience through separate individual, group, and sport psychology practica that are done throughout their 4-6 years in the program.

It is very important for students to know that their training in counseling psychology is the primary focus of the program and is conducted by the program's faculty in the Psychology Department. If you are NOT fully invested in being trained as a counseling psychologist (in addition to the sport psychology specialization), then the UNT program would NOT be a good fit for you. Students' sport psychology training is conducted, in part, through the UNT Center for Sport Psychology and Athlete Mental Health, which is a multidisciplinary center devoted to offering sport psychology interventions, research, and training. Through the Center (and its associated practicum), students complete all their applied sport psychology training and conduct scientific research in the field. In addition, students have opportunities for professional development in sport psychology through attending and presenting at professional conferences, developing and leading workshops, developing and writing grant proposals, and writing articles for publication.

B. Admission Requirements - Doctoral applicants must meet the admission requirements of the UNT Toulouse School of Graduate Studies and be admitted to the Counseling Psychology Ph.D. program.

All students who meet the counseling psychology program's admission requirements and are selected by the admission committee (see the Counseling Psychology program for details) will enter the doctoral program affiliated with an elective cluster. For the Sport Psychology elective cluster, motivation, intelligence, discipline, enthusiasm, self-awareness, and interpersonal poise, as well as communication, research, and writing skills are highly valued. Furthermore, previous or current sport and exercise experience, although not required, is considered an asset.

In the admission application, individuals must provide all requested information. In the statement of goals, applicants should describe their interest in seeking a doctoral degree in counseling psychology, career aspirations, previous academic and practical experiences, and their fit with the UNT Counseling Psychology program. In this statement, applicants also should address their interests in the sport psychology elective cluster training they can receive at UNT. However, applicants must clearly communicate to the admission committee why becoming a licensed Counseling Psychologist is their primary goal. The Admission Committee's goal is to match the applicant's interests and qualifications to the resources and objectives of the program. Information and application forms for the Counseling Psychology Program may be obtained through the Psychology Department (940-565-2671) or the Department's website.

C . Degree Requirements - This program requires a serious commitment on the part of the applicant. The general counseling psychology program requires over 100 semester hours beyond the bachelor's degree, and a one-year supervised pre-doctoral internship at a location that is likely to be in a state other than Texas. For those pursuing the sport psychology elective cluster the number of semester hours will be higher, though the exact number will depend on previous graduate coursework taken and the number of additional courses needed to meet other professsional organization's certification requirements. In general, if you enter the program with a master's degree and transfer a number of graduate hours, you may be able to complete the counseling psychology program (with sport psychology elective cluster) in 5 years (which includes the one-year predoctoral internship). If you are entering the program with only an undergraduate degree, you should expect to finish in 6 years (again, including the pre-doctoral internship).

In addition to the general psychology and counseling psychology core requirements, students in the sport psychology elective cluster will engage in the following activities:

1. Coursework - students must take:

KINE 5185 or PSYC/KINE 6185 Applied Sport Psychology II* - 3 credit hours

PSYC 6200 Theory and Practice of Sport & Performance Psychology - 3 credit hours

2. Sport Psychology Practicum - students are required to take Psyc/Kine 5850 (Sport Psychology Practicum) during at least the first three years they are in the program (and elective cluster); most students enroll in the sport psychology practicum for every year they are in the program. Students receive both individual and group supervision by Center faculty for each sport psychology practicum experience.

3. AASP Certification - pursuit of this certification is not required for the elective cluster, though students are encouraged to satisfy AASP requirements so they may become certified once they have met all requirements and taken the certification exam. By completing the Counseling Psychology Ph.D. and the sport psychology elective cluster, students will have met the majority of the requirements for AASP certification. However, there are two areas in which additional coursework is needed to satisfy the certification criteria. These include:

a. Knowledge area K2 (Sport Psychology) - one additional course, in the required course area #3 (e.g., exercise osychology, psychology of injury, team dynamics, youth sport, and/ or psychology of coaching, etc.)

b. Knowledge area K3 (Sport Science)

Please check the AASP website for the most current certification requirements.

4. Research - it is recommended that students work with one of the Center Director as their research advisor. Students' professional development is fostered via presenting at conferences and publishing in refereed journals. Students are encouraged (but not required) to devote at least one of the student's two required research projects to issues within sport and/or performance psychology.

5. Internship - a full-time, one year internship is required prior to receipt of Counseling Psychology doctoral degree. The Center Director will discuss internship placements with you in the year prior to applying.

D. Financial Assistance - students may apply for departmentally funded assistantships as well as university-based fellowships. The department and Center strive to support all doctoral students throughout their tenure in the program. Upon acceptance of admission, you will be informed by the counseling psychology programs as to your funding package.

CSPAMH FACILITIES The Center offices are located in 235 Terrill Hall. The offices are designed around the missions of the Center and provide space for student research, center meetings, and individual consultations. Sport psychology consultants are welcome to use the Center's resources, including computers and video-technology, to enhance their educational experience and professional development. Although the Center's facilities are available for sport psychology interventions, most practica and consultation work is done outside of the offices within the Dallas, Ft. Worth, and Denton, TX area.

TO OBTAIN INFORMATION ON THE Ph.D. IN COUNSELING PSYCHOLOGY WITH THE SPORT PSYCHOLOGY ELECTIVE CLUSTER, click here .

YOU ALSO CAN CONTACT US DIRECTLY IF YOU HAVE SPECIFIC QUESTIONS ABOUT THE ELECTIVE CLUSTER. WE CAN BE REACHED AT 940-369-7767 OR [email protected]

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Department of Psychology

• Counseling Psychology

Counseling Psychology Doctoral Degree

The main goal of our Counseling Psychology Program is to train health service professional psychologists within a scientist-practitioner model that attends to individual and cultural difference and the importance of micro and macro social contexts. The specific aims of our CP program are for students to:

Aim 1: develop a professional identity as a culturally-competent health service counseling psychologist.

Aim 2: demonstrate clinical competencies for ethical interventions and culturally-sensitive evidence based psychological practice.

Aim 3: engage in original and empirical investigations of psychological phenomena and apply current scientific knowledge and methods to professional practice.

Aim 4: be sensitive and responsive to the complexity and intersectional nature of individual and cultural difference, understanding how they affect psychological well-being and clinical practice, and integrating these factors into clinical and research work.

Aim 5: develop knowledge in the foundational areas of general psychology and in counseling psychology theory, research, and practice.

Program Faculty

Click here to see the descriptions of all Counseling Psychology faculty on one page

Values, Principles, and Emphases

The Counseling Psychology Program faculty is committed to the core values, perspectives, and emphases that maintain our uniqueness as a specialty. Please see more information regarding the core values, perspectives, and emphases of Counseling Psychology as a specialty at APA Division 17 Society of Counseling Psychology webpage. We hold a positive developmental perspective that views human problems as occurring within a complex interaction of an individual's native endowments, contextual factors (e.g., culture, environment, relationships), and developmental changes the person experiences across their life. From birth to death, the process of living involves change and, at times, crises. Although personal crises can befall anyone at any time, counseling psychologists realize that economic, legal, educational, and other systems disadvantage some people more than others, increasing risk for psychological distress for the former and possibly creating protective factors for the latter. Thus, although we believe the psychological well-being of individuals depends upon the degree to which they can successfully adapt to the challenges they face, counseling psychologists recognize that the adaptability to, and severity of, challenges often are influenced by societal, environmental, and situational factors that are outside of individuals' direct control.

Counseling Psychology has also been unique in applied psychology because of its strong interest in the preventive aspects of mental health and the greater concern of the Counseling Psychologist with the nonpathological aspects of a client's condition (e.g., Counseling Psychology's emphasis on the client's strengths and the procedures that might be used to help the client recognize and optimize them; its attention to basic interpersonal processes). The faculty of the Counseling Psychology Program at the University of North Texas has maintained these emphases while recognizing that Counseling Psychologists today must also be able to assess, diagnose, and treat individuals who have more severe problems in functioning and/or meet criteria for a variety of psychiatric diagnoses. When working with these individuals, however, we assess how individual and cultural factors, strengths, and developmental issues may affect their presentation, counseling process, etc.

In particular, the Counseling Psychology Program faculty recognizes and values the role that all forms of socio-cultural factors have in shaping our clients and ourselves, our subjective experiences, perceptions, values, and the contexts in which we are embedded. Our educational activities and everyday interactions are enriched by a sense of humility and acceptance of one another; as members of the Counseling Psychology community, we aspire to learn from each other in an atmosphere of positive engagement and mutual respect. The program expects that students will be respectful and supportive of all individuals, including, but not limited to clients, staff, peers, and faculty who are different from themselves in racial, ethnic, and class backgrounds; national origins; religious, spiritual, and political beliefs; physical abilities; ages; gender identities; sexual orientations; and physical appearance, as well as other aspects of identity and cultural differences. At the same time, we understand that growth and development of multicultural awareness, knowledge, and skills is a vital and ongoing process for everyone, including all faculty and students, that unfolds over time and through education, training, and self-reflection. Students enter the program with varying cultural experiences and are expected to take on the challenge of examining their own cultural identity and understanding ways in which their cultural context interacts with the experience of clients and others with whom they work. Continuing enhancement of multicultural competence is a necessary and personal journey in our community requiring openness to learning about each other as well as accepting others' individual processes.

The scope of developmental life issues that engage the interest and practice of counseling psychologists leads them to develop research interests of a very broad nature. In addition to developmental studies and studies of a social-psychological nature, counseling psychologists engage in process research, prevention and resilience research, studies of the profession and training, measurement issues, career development, family systems and relationships, performance enhancement, health and wellness outcomes of underserved communities, and the psychology of spirituality. We are fortunate at UNT to have such broad research interests well represented across the research programs of our faculty. The Counseling Psychology Program faculty believes that a strong foundation based on empirically derived knowledge is essential to expand the discipline of psychology, promote valid techniques in applied settings, and foster students' ability to think critically as they apply the perspectives of counseling psychology.

PhD Degree Requirements

The Ph.D. degree in counseling psychology requires a minimum of 99 semester hours beyond the bachelor's degree, including a one-year, full-time paid pre-doctoral internship. Students who are admitted with a master's degree in a closely related field and able to devote themselves full time to their studies may complete the program in five years. Most students take about six years.

General Core Courses

Doctoral students are required to demonstrate competency (grade of B or better) in all course work:

PSYC 5010 Human Development

PSYC 5090 Social Psychology

PSYC 5640 Cognitive and Affective Bases of Behavior

PSYC 5700 Quantitative Methods I (including a lab)

PSYC 5710 Quantitative Methods II (including a lab)

PSYC 6030 Biological Bases of Behavior

Counseling Core Requirements

PSYC 5420 Assessment I (including a lab)

PSYC 5430 Assessment II (including a lab)

PSYC 5470 Vocational Psychology: Developmental Aspects

PSYC 5680 Foundation of Counseling Psychology

PSYC 5690 Legal and Ethical Issues in Professional Practice

PSYC 5780 Psychopathology

PSYC 5900 Special Problems - History and Systems of Psychology

PSYC 6022 Application of Counseling Methods

PSYC 6060 Group Psychotherapy

PSYC 6300 Theory and Application of Multicultural Counseling

PSYC 6620 Supervision

PSYC 6630 Series on Psychotherapy

Counseling Practicum

The applied training experience in Counseling Psychology begins on campus in the first semester. The bulk of applied training occurs at the Psychology Clinic and the University Counseling and Testing Services. The Psychology Clinic practicum team is composed of first, second, and third year students and the supervising psychologist. In the second and third year of the required practicum sequence, students divide their training between the Psychology Clinic and the University Counseling and Testing Services. After successfully completing the required on-campus practica, students are required to do at least two semesters of external practicum at a site of their choosing.

Elective Cluster

Doctoral counseling psychology students are admitted to one of the following 3 elective clusters: child and adolescent therapy , sport psychology , and culture, identity & wellbeing . It is critical to note that although clusters provide students more training opportunities to develop knowledge and competencies in particular areas, they only affect a small portion of the doctoral curriculum. All students in the program are trained by the program's faculty to be a counseling psychologist.

During their first year, doctoral students formulate a thesis research project to complete during their second year. Students are also encouraged to involve themselves in faculty members' research. Second- and third-year counseling psychology students take on increasing responsibility in research projects that will culminate in the student's completion of a dissertation.

A full-time, calendar-year internship is required. Internships are independent of academic training programs. Students bear the responsibility for applying for and gaining acceptance to internships. View the sites where UNT Counseling Psychology students have obtained internships in recent years.

Evaluation of Knowledge and Skills

Throughout training, the counseling program faculty members assess each student's progress. Evaluation focuses on development of general knowledge in the field of psychology and the specialty area of counseling psychology, competence in the delivery of applied services, skill in scientific investigation, and appropriate interpersonal and ethical functioning. Students who do not demonstrate satisfactory and continuous progress in these regards may be terminated from the counseling psychology program.

Financial assistance

The Department of Psychology and the Counseling Psychology Program strive to support our doctoral students. Generally speaking, we are able to provide a financial support package to all of our students for at least 4 years which includes 20-hour assistantships and partial (usually 50% or more) tuition waivers in each long semester. Additionally, competitive scholarships and fellowships are available in the department and from the graduate school on campus.

The Psychology Clinic is used for practicum training. The clinic includes psychotherapy and assessment rooms and rooms with one-way mirrors for live observation of individual and group sessions. The counseling psychology program also uses training resources at the University Counseling and Testing Services. Both practicum sites are equipped with state-of-the-art digital video equipment to facilitate supervision and training.

Student Body and Program Statistics

The rate of attrition from the counseling psychology Ph.D. program has been very low in recent years. At this time the program has a larger percentage of women than men. Our students are diverse in age, geographical locations of home, undergraduate/master training programs, cultural & ethnic backgrounds, and interests. Most facilities on campus, including the Department of Psychology, are accessible to students with disabilities. The Ph.D. program usually admits 8 students annually and has about 45-50 students at any given time. The internship placement rate in the counseling psychology program has been 100% in recent years.

The Doctoral Program in Counseling Psychology at the University of North Texas provides student, education and training outcome data, and financial information in response to directives from the APA Office of Accreditation. The information provided includes data concerning applicants, admitted students, internship acceptance rates, time to program completion, licensure, student attrition rates, and financial costs.

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Ph.D Program

Students’ graduate work will largely consist of courses, seminars, reading, and research in their graduate area, and all graduate students should discuss their proposed coursework with their area head prior to registration. There are, however, some departmental requirements that everyone must satisfy. These requirements are primarily designed to insure that students acquire a reasonable breadth of experience within psychology.

Core Courses :  All students are expected to take at least three departmental core courses from at least two of the three content groups listed below.

Core Course Content Groups

PSY 383C Functional Neuroanatomy

PSY 383T Principles of Sensory & Behavioral Neuroscience*

PSY 391N Learning and Memory

PSY 394  Behavioral Neuroendocrinology               

PSY 396D Clinical Psychopharmacology

(B)      

PSY 380E Vision Systems

PSY 387C Human Language Processing

PSY 387N Perceptual Systems

PSY 387S Principles of Cognitive Neuroscience*

PSY 394U.3 Introduction to Cognitive Science

PSY 381E Introduction to Psychophysiology

PSY 386D Multivariate Pattern Analysis of Neuroimaging Data

PSY 385N Fundamentals of Personality Psy      

PSY 385P Fundamentals of Social Psychology*

PSY 388D Individual Differences 

PSY 395S  Fundamentals of Developmental Psy (B or C)*

PSY 380F  Evolutionary Psychology

PSY 394V Social Neuroscience

PSY 394V Theory and Explanation in Social Psychology

PSY 396  Advanced Behavior Pathology*

* APA approved for Clinical students.

First year students must take at least one core course, and must take all core and quantitative courses, on a letter grade basis. Students should complete the core course requirement by the end of the third year. Core courses may be taken on a credit/no credit basis during the second and third years. 

Quantitative Courses:  All students are expected to take two quantitative (statistics) courses.  At least one quantitative course must be taken during the first year. Most first-year students will take PSY 384M-Advanced Statistics: Inferential. The graduate areas may specify which courses should be taken and impose additional quantitative requirements.

First Year:  First year students must take at least nine hours of course work per semester.  During the first year, at least one course must be a departmental core course, at least one must be a statistics course, and at least two must be other substantive courses (which can include other core or statistics courses) that have formal evaluation requirements such as a final exam. In addition, all students are expected to become involved in research activities during the first year. Areas may require their students to register for the research course (390), area seminar courses, and to take additional courses or seminars as deemed necessary for the education of the student.

Teaching Assistants and Research Assistants:  All students employed by the  University as a TA or RA must take at least nine hours of coursework each semester that will count towards the graduate degree. (3 hours in summer session).

An ethics course must be completed prior to being accepted into candidacy. It is expected that the ethics course will be taken in the first or second year. The ethics course may be taken in Psychology or in another department with Graduate Office approval and may vary in number of hours. 

Courses:  Areas may require their students to take certain courses. Some of these required area courses may overlap with the departmental core courses.

Many areas have research or paper requirements.

See  Areas of Study  for more information.  

First Year Evaluation: First year students are formally evaluated by their areas and then by the entire faculty at the end of the first year. The evaluation considers grades and relative performance in core courses and statistics courses, performance in non-core courses, research aptitude and motivation, and professional competence. Outcomes include "pass" with continuation in the PhD program, "probation" with reevaluation, or "fail" with possible option of completing an MA degree.

Competency Evaluation: Each area is required to evaluate its students at the end of their second year or third year to determine their competence in their area of specialization.  The specific form of this evaluation is determined by the areas and varies widely.

The ten courses (30 hours) required for the MA degree must include: a core course from two of the core course content areas; a statistics course; and the thesis courses (698A and 698B). The thesis courses may not be taken simultaneously. Core courses in the core content areas that do not include the student’s own graduate study area may be counted as supporting work courses. An empirical thesis is required. 

The Graduate Adviser’s office has a policy statement, Admission to Candidacy, which you should consult; it describes the departmental and Graduate School requirements and procedures for admission to candidacy. The required course work for admission to candidacy includes three core courses from at least two of the core content areas, two quantitative courses, and appropriate training in the student’s area of specialization.  Discuss area requirements with your area head.

You may not receive TA and/or GRA support for more than 14 long semesters.  Students must complete their doctoral degree in seven years.  If they do not, subsequent courses will be billed at the non-resident tuition rate, regardless of the student’s residency status. No Departmental funding is provided after the sixth year. 

The primary goal of graduate training in the Department of Psychology is to prepare students for academic or other scientific careers in research and teaching. Students develop expertise in one of several areas of specialization: Behavioral Neuroscience; Clinical Psychology; Cognition, Brain, and Behavior; Developmental Psychology; Individual Differences and Evolutionary Psychology; Perception, Brain, and Behavior; and Social Psychology. The program culminates in the PhD degree.

The length of time required to obtain a PhD varies from area to area, but students are expected to proceed as rapidly as is commensurate with an adequate breadth and depth of training. For a student in clinical psychology, a reasonable goal is six years of graduate work, including the internship; for a non-clinical student, four to five years is feasible.

Only students who wish to earn a doctorate are admitted. Most students enter the program with only a bachelor's degree. Some of these students earn a master's degree while progressing to the doctorate; others do not. Some students enter the program with a master's degree from another institution. These students must follow the same general sequence (outlined below) as students entering with a bachelor's degree. The time required to complete the program is, perhaps, one semester less for students who enter with a master's degree from another institution.

Although graduate training at The University of Texas at Austin is highly flexible, there is a general structure for a student's progress to the PhD. All graduate students must satisfactorily complete two advanced statistics courses and a total of three core courses from at least two of the three content groups listed here: (A) physiology and learning (B) perception, cognition, and cognitive development; and (C) abnormal, social, personality, developmental, and individual differences. To be admitted to doctoral candidacy a student must have completed the core courses and statistics requirements and successfully present a formal proposal to their dissertation committee.

During the first year, students take two core courses, a statistics course, and other courses prescribed by the faculty in their areas of specialization. At the end of the year, the faculty formally evaluates the progress of all first-year students. During the second and third years, students complete the departmental requirements, deepen their knowledge and research experiences in their selected area, and satisfy area requirements. These requirements can take any of a number of forms, at the discretion of the area faculty, ranging from a research project to an examination. Programs beyond the third year are largely tailored to the individual's needs and interests and culminate in the planning and execution of a dissertation which gives evidence of the student's ability to carry out independent investigation in his or her major field of interest.

While giving general direction to the student's graduate career, this structure allows latitude for interdisciplinary collaboration. Graduate students in Psychology frequently take courses and work with faculty in other departments such as Educational Psychology, Computer Sciences, Zoology, Mathematics, Linguistics, Sociology, Human Ecology, Pharmacy, and Public Affairs.

Although graduate work is formally supervised by the Committee on Graduate Studies, in many respects the Department of Psychology functions as a cluster of semi-independent interest groups, each with its own specifications for graduate training within the general outline given above. Consequently, an introduction to the department as a whole is best accomplished by briefly surveying the areas that comprise it.

This program description is intended to give general information and the statements in it do not constitute a contract, expressed or implied. All monetary and general figures are subject to change.

Portfolio in Applied Statistical Modeling

Located in the department of statistics and data sciences (sds), the primary goals of this portfolio program are to:.

• Offer a cohesive course of study for graduate students seeking to enhance the statistical modeling component of their research and to prepare for successful careers upon graduation;
• Provide a forum for graduate students from across UT to work together and exchange ideas regarding the application of statistical modeling methods to a broad range of areas; and
• Leverage the existing expertise of faculty members in departments across UT whose research focuses on statistics at foundational and applied levels.

Students must complete 12 semester hours of courses as follows in the  Course Requirements . Students are expected to obtain the consent of a Portfolio Adviser (selected from the list of faculty members affiliated with SDS) soon after entering the program to advise their course selections and guide their independent study.

For more information, please see the Department of Statistics and Data Sciences'  Portfolio in Applied Statistical Modeling  webpage.

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• Toolkit for Healthy Mentoring Relationships
• Psychology Doctoral Handbook 2023-2024 
• Psychology Doctoral Handbook 2022-2023
• Psychology Doctoral Handbook 2021-2022
• Psychology Doctoral Handbook 2020-2021
• Psychology Doctoral Handbook 2019-2020

Counseling Psychology Psy.D.

• Doctor of Psychology (Psy.D.) in Counseling Psychology

Prepare for your career as a licensed psychologist.

Our doctorate in counseling psychology is one of the newest Psy.D. programs in Texas. Take advantage of our comprehensive degree plan that features immersive instruction in counseling psychology theory, research and evidence-based practice. It also includes hands-on training to further develop your professionalism and interpersonal skills to work with an extremely varied clientele.

Upon completing our program, you will possess the knowledge and skills you need to become a competent, responsible and ethical psychologist in a wide range of mental health settings or private practice. You will also have the educational requirements for licensure as a licensed psychologist (LP) in Texas.

Get More Information

Contact Information

Not APA Accredited. Currently seeking accreditation by APA. For more information on accreditation, please contact the APA Commission on Accreditation . 

Program Details

Admission requirements, degree plan and courses, psy.d. in counseling psychology.

• Admission Requirements
• Degree Plan

Students are admitted to our program each fall semester only. The yearly application priority deadline is Jan. 15.

Course Descriptions

• Graduate Psychology Courses

Our award-winning faculty excel in teaching, produce important research and scholarship, and have a wide range of clinical experience. They stay up-to-date on current issues, techniques and trends in professional counseling, and they are dedicated to providing the best possible learning experience.

Psychology Faculty and Staff

Program Aims, Student Outcomes, Admissions and Other Data 

The Psy.D. in Counseling Psychology program has three aims:

• Aim 1 : Prepare graduates with the discipline-specific knowledge of psychology and knowledge in counseling psychology theory, research and practice.
• Aim 2 : Prepare competent practitioners of psychology.
• Aim 3 : Prepare graduates with the basic knowledge, skills and attitudes to be skilled consumers of research and to engage in evidence-based practices of psychology.

Psy.D. Outcomes, Admissions and Other Data

Paying for College

Tuition & Fees We don’t sacrifice quality for affordability. Angelo State is committed to helping you achieve your educational goals will as little debt as possible.

ASU Distinguished Graduate Scholarships Earn our premier graduate scholarship based on your highest degree GPA. Once you are admitted to an ASU graduate program, you will automatically be considered. No application is necessary.

General Scholarships We offer over 600 different types of scholarships. You can apply for both our general scholarships and degree-specific scholarships with one application.

Please Note: Completion of your degree does not guarantee eligibility for licensure. Requirements include successfully passing a licensing exam - and for the LP credential, include additional post-degree supervised experience. Also, licensure requirements vary across states. For more information on licensure or reciprocity, please visit the Texas Behavioral Health Executive Council .

What Can You Do With a Psy.D. in Counseling Psychology?

Start your career as soon as you are licensed. The U.S. Bureau of Labor Statistics reports that career opportunities for counseling psychologists are projected to increase by 14% through 2028, adding thousands of new jobs.

Why Earn My Psy.D. in Counseling Psychology at Angelo State?

Industry Connections

We maintain collaborative relationships with healthcare programs and agencies on campus, in San Angelo and around the state to provide you with valuable opportunities for hands-on training and practical experience. Our faculty also hold leadership positions in local, regional and national psychological organizations. This gives you enhanced opportunities for networking and professional development.

Research Experience

We facilitate a wide range of opportunities for you to conduct high-level research with your professors in a variety of mental health areas. This will augment your critical-thinking skills and inform your future clinical practice. You may also get to present your research at national conferences and have it published in professional journals.

Assistantship Opportunities

You can apply for available paid graduate assistant (GA), teaching assistant (TA) and research assistant (RA) positions within our program. You will gain valuable practical experience while you complete your degree, and the stipend can also help offset the already low cost of our program.

Interested? Get in touch.

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Whether you’re pursuing a master’s degree, doctoral degree or certificate/certification, you have access to all the services in our College of Graduate Studies and Research . You’ll find information and resources for everything from registering for classes and writing a thesis – to available graduate/teaching assistantships and graduate research opportunities.

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Psychology PhD

The Psychology PhD degree program offers advanced study and research training for students seeking to become leading scientists and scholars in the field

The Psychology PhD degree program offers advanced study and research training for students seeking to become leading scientists and scholars in the field. The program encompasses a wide array of specialty areas within psychology, including developmental, cognitive, social and personality psychology, and spans the study of both healthy and clinical populations from infancy through older adulthood.

From the start of their training, doctoral students in psychology work closely in research laboratories with faculty mentors. Although the department is highly interdisciplinary, there are three primary areas of research focus:

• Developmental psychology, which spans topics in children’s social-emotional, cognitive, and language development;
• Cognitive psychology, including topics in traditional cognitive psychology such as attention, motivation, perception, learning and memory, and face perception ranging from basic science perspectives to applied approaches including interventions to improve cognitive function.
• Social and personality psychology, including work focused on cultural differences in socio-emotional processing, moral decision making, the formation and evolution of interpersonal relationships between romantic partners and friends, and research on health disparities.

In addition, a number of research labs conduct research with implications for clinical science, including the effects of stress on health, adolescent mood disorders, and social cognition in autism and schizophrenia populations. We also offer strong training in advanced statistical techniques critical for psychology research including courses on dyadic group analyses, longitudinal growth curve modeling, multilevel modeling, and advanced multivariate analyses.

Doctoral students in psychology benefit from a rich intellectual climate at the School of Behavioral and Brain Sciences (BBS), including weekly lectures and research presentations by students, faculty, and visiting scholars. The school hosts an annual colloquium series presented by internationally known scientists, and its four research centers periodically offer symposia and workshops that are freely available to doctoral students. Doctoral students receive funding support for presenting their research at professional meetings and conducting their dissertation research. Finally, doctoral students are provided with a variety of other professional development experiences, including opportunities to develop their teaching skills.

The BBS offices and research facilities are located on the Richardson campus and in centers located in Dallas near the campus of the UT Southwestern Medical Center. Facilities at all locations include classrooms and research laboratories for studies of neuroscience, psychology and communication across the lifespan in both typical and clinical populations.

The PhD program in psychology offers exceptional research facilities on the Richardson campus, including state-of-the-art laboratories equipped for studies of event-related potentials, eye tracking, infant visual and auditory preferences, child learning and development, parent-child interactions and adult interpersonal relationships. In addition, the school’s Center for Children and Families , housed at the Callier Center-Richardson location, offers an array of clinical and community outreach activities organized around three main initiatives: promoting healthy families, strengthening interpersonal relationships and enhancing children’s thinking and learning. Partnerships with area hospitals, clinics, agencies and schools further expand student research opportunities. Students also benefit from working with faculty mentors in the Center for BrainHealth and the Center for Vital Longevity.

Degree Requirements

The PhD program in psychology requires a minimum of 75 semester credit hours beyond the baccalaureate degree. Students declare a concentration in developmental psychology, cognitive psychology or social/personality psychology. Students are expected to complete the program coursework and research requirements in four to five years. The research requirements include a qualifying thesis research project and a dissertation research project. Students work collaboratively with their faculty mentor and committee to successfully complete all program milestone projects.

The UT Dallas graduate catalog provides information on degree requirements for the PhD in psychology . For updates, please contact [email protected] . The university’s course look-up site, CourseBook , describes some of the program’s specific courses. The Office of Graduate Studies provides information on academic and other policies .

The psychology admissions committee evaluates applications using a holistic review, which includes prior GPA, letters of recommendation, quantitative and verbal scores for the Graduate Record Exam (GRE), and a close examination of the statement of purpose. Admission is contingent on a match between the research interests of the applicant and faculty. Applicants are strongly encouraged to identify faculty with similar research interests and to contact them about current opportunities for admission.

Typically, applicants have an average undergraduate cumulative GPA of 3.0 or above, and completion of an undergraduate degree in a related major is advisable. Completion of a master’s degree is not required. Applicants without a prior degree in psychology should contact the program head for prerequisite coursework.

Applications to the PhD program must include official transcripts, GRE scores, three letters of reference from people qualified to evaluate your potential for successful doctoral study, and a statement of purpose detailing your previous research and professional experiences, your current research interests, and your career goals. The statement of purpose is an extremely important part of your application.

International applicants must provide proof of English proficiency via TOEFL, IELTS, or PTE meeting University minimum requirements.

* GRE scores waived for Fall 2022-24 applicants. Submission of GRE scores (general or subject tests) are optional.

To Submit an Application

Please see the enrollment page of the UT Dallas Office of Graduate Admissions for details on how to submit an application to the PhD program in psychology .

Completed applications must be received on or before December 1 for admission the following fall. There are no spring or summer admissions.

You can check the status of your application using the university’s Orion program.

Questions about the application process can be directed to:

Psychology Doctoral Program School of Behavioral and Brain Sciences The University of Texas at Dallas 800 W. Campbell Rd., GR41 Richardson, TX 75080 [email protected]

Graduate Application Fee Waiver Program

The Office of Graduate Education and the Office of Admission and Enrollment at The University of Texas at Dallas are pleased to offer a Graduate Application Fee Waiver Program to  qualified participants  (past or present). To qualify, students must be applying for a PhD or Master’s degree at UT Dallas. Non-degree applicants are not eligible for fee waivers. Only U.S. citizens and permanent residents are eligible to request a fee waiver.

Financial Aid

Financial support of full-time doctoral students in psychology is awarded through teaching or research assistantship stipends and tuition scholarships. Admitted students are automatically considered for teaching and research assistant positions.

Other information on financial aid for graduate students is available on the UT Dallas graduate admissions page.

Frequently Asked Questions (FAQ)

Financial support of full-time doctoral students in psychology is awarded through teaching or research assistantship stipends and tuition scholarships. Admitted students are automatically considered for these sources of financial support, and most admitted students receive some type of support. Please see the UT Dallas Graduate Admissions site for information on other sources of financial aid for PhD students.

UT Dallas’ main campus is located in Richardson, Texas, about 15 miles north of downtown Dallas; some of the centers of the School of Behavioral and Brain Sciences are located in Dallas, near the campus of the UT Southwestern Medical School. Both Richardson and Dallas are vibrant communities, with opportunities for art, drama, music, athletics, and other activities. Visit the UT Dallas visitors website for more information about the University.

Richardson and Dallas are richly diverse cities located in one of America’s largest and fastest growing metropolitan areas. The Dallas area boasts 50,000 acres of public park land, the nation’s largest urban arts district with excellent symphony, opera, and art museums, five major sports franchises, multiple entertainment districts, and a thriving culinary scene. The DART rail system runs from the suburbs of Plano and Richardson to the arts district, downtown Dallas, and DFW airport. Yes, it is hot in the summer, but the average daily temperature is 65 degrees (spring, fall, and winter are great!). The area offers a reasonable cost of living and an abundance of sunshine.

Most doctoral classes are held on the main UT Dallas campus in Richardson, but some class offerings may be held in Dallas, at the Callier Center for Communication Disorders, the Center for Brain Health, or the Center for Vital Longevity. Your duties as a teaching assistant or research assistant likely will take place on the main campus in Richardson or at one of the centers in Dallas. Because locations of classes and duties may change over semesters it can be difficult to choose a place to live. Public transportation options are improving, but because commuting by car is relatively easy, many students choose to live in areas between Richardson and Dallas. Some student housing is available on the main campus in Richardson, but on-campus housing caters primarily to undergraduates. You can use online search engines to find housing options that fit your price range and target location, and the program office can also provide information and recommendations from current doctoral students.

Applicants are strongly encouraged to contact potential mentors prior to submitting application materials. The admissions committee evaluates applications on several dimensions, including not only prior GPA and GRE scores, letters of recommendation, and personal statements, but also the fit between the research interests of the applicant and faculty, and the willingness and ability of the proposed mentor or mentoring team to accept new PhD student supervision responsibilities.

Prior to being admitted, students are invited to visit UT Dallas, to meet with prospective faculty mentors and see their laboratories.

Completed applications must be received on or before  December 1  for admission the following fall. There are no spring or summer admissions.

Yes. We strongly encourage you to identify faculty who share your research interests and to contact them about current opportunities for admission. A primary consideration in PhD admission is a faculty member’s agreement to serve as a student’s mentor.

Decisions on admission are made in mid- to late-February.

The psychology PhD program is an experimental psychology program and provides training for a career in teaching and research. Former graduates have successfully acquired university faculty positions, as well as research positions in hospitals, school systems, healthcare start-ups, and research institutes. Graduates also have worked in applied research settings, conducting program evaluation research with education and intervention programs.

No, we do not offer a clinical or counseling master’s or PhD degree.

This depends on your goals. The master’s degree is appropriate for students interested in broad psychology training beyond the undergraduate level or additional training to prepare them for applying to doctoral programs in clinical psychology and other areas of psychology. The PhD program is appropriate for students interested in careers in research and teaching and involves extensive training in research design and methodology.

These two programs have a lot in common. There is overlap in the coursework of these programs and many of the faculty members are involved with both programs. The psychology program allows for broader training in psychology; students can select a concentration in developmental psychology, cognitive psychology, or social/personality psychology. The cognition and neuroscience program focuses more narrowly on cognitive psychology or neuroscience. One way to decide what program may be best for you is to think about what type of department you see yourself affiliated with in the future and which degree best serves your career goals.

Program Contacts

Program head.

Karen M. Rodrigue, PhD [email protected]

Program Coordinator

[email protected]

For Additional Program Information

Phd student guide.

The PhD student guide provides information on policies and procedures in the PhD programs in the School of Behavioral and Brain Sciences.

PhD Student Forms and Information

Degree Plan Psychology Registration and Related Forms Graduate Change of Program Register, Add, Drop, Withdraw Repeated Course Grade Adjustment Transfer of Credit Request Milestones and Annual Reporting Forms Milestones Agreement Form Psychology Guidelines for Completing Theses and Dissertations Psychology Annual Report Qualifying Papers and Projects Qualifying Plan 1: Thesis Overview of Qualifying Plan 1 Psychology Guidelines for Completing Theses and Dissertations Qualifying Thesis Committee Membership Qualifying Thesis Proposal Approval Qualifying Thesis Final Approval Public Presentation of Research Project Request for Extension Dissertation Committee Appointment Form Dissertation Proposal Meeting Public Presentation of Dissertation Proposal Request for Final Oral Exam In Absentia Registration Memo – Absent Committee Member Memo – Committee Member Attending Remotely Checklist for Final Submission of Doctoral Dissertation UTDPP1052

Teaching and Research Assistantship Forms and FAQs UTDPP1075

Requests for Student Travel and Dissertation Support Student Request for Travel Support PhD Research Small Grants Program Application

Program Resources

Psychology PhD Fast Facts This document provides a quick, printable overview of the program.

Please visit the Office of Graduate studies for additional information on academic policies , PhD deadlines , PhD forms , guidelines for preparing dissertations , and a profile of characteristics of doctoral programs at UT Dallas.

Student Achievement Data

View the Student Achievement Data on the Callier Center for Communication Disorders page.

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Mailing Address

School of Behavioral and Brain Sciences GR41 | 800 W Campbell Road | Richardson, TX 75080-3021

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Professional Counseling (M.A.)

M.a. professional counseling.

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• Review Admission Requirements

Program Overview

The Council for Accreditation of Counseling and Related Educational Programs (CACREP) accredited program features internationally known faculty, two state-of-the-art community counseling clinics where students provide counseling to under-served populations, and a rigorous curriculum focusing on experiential learning integrated with the application of didactic, research-based knowledge. Core tenets emphasized throughout the program include diversity, advanced ethics, professional development, and self-awareness.

Course Work

The Master of Arts in Professional Counseling offers a required course sequence that builds clinical skills through didactic and experiential activities. The curriculum includes core foundational instruction in theories, clinical interventions, assessment, advanced ethics, diversity, and research. In addition to basic skills and intermediate methods courses with specialty populations, students complete a clinical practicum experience in our clinics, and internship experiences at counseling sites across the Central Texas area.

Master's Degree Programs

Master's Degree + Professional Certification Program

Graduate Catalog

Master's Level Courses from four concentrations

Professional Cert Exam

You will be eligible to take the Texas Education Agency school counselor exam upon successful completion of the school counseling concentration.

Round Rock Campus

These programs can be completed in Round Rock or San Marcos.

What Our Alumni Say

“The quality of education in the professional counseling program is superb. As the successful private practice owner of Respark Therapy and CEO of the Southwest Sexual Health Alliance, I am very thankful for the competent professors and the well-rounded education I received at Texas State.”

— Heather McPherson M.A. ’10, LPC-S, LMFT-S, CST

Program Details

Current students score at the highest levels on state and national examinations and are strongly endorsed by community mental health agencies and schools for employment.

Program Mission

The professional counseling program believes that well-prepared counselors are involved and committed to a process of intentional growth promoting pro-social autonomy, lifelong learning and ethical behavior. These ideals are fostered within a dynamic and multi-modal learning setting in which diversity, critical thinking, self-in-context, scholarship, praxis and the creation and integration of knowledge are celebrated.

The program maintains the highest standards of counselor education which garners local, national and international recognition in providing excellence in academic and clinical preparation for the development of counseling professionals.

Career Options

The professional counseling program is designed to provide training and course work graduates need to become certified as Texas School Counselors, licensed as Texas Licensed Professional Counselors, or Licensed Marriage and Family Therapists. The Institute for Play Therapy offers specialized training for those interested in becoming Registered Play Therapists or certified in animal-assisted counseling after graduation.

Program Faculty

Faculty present research at national and international conferences and publish books, book chapters and peer-reviewed journal articles in top venues in their field. The range of research and clinical interests include:

• play therapy
• animal-assisted counseling
• mindfulness
• group counseling
• domestic violence
• sandtray therapy
• clinical supervision
• women and gender studies
• child parent relationship therapy
• advanced ethics

Contact us for general questions about your application, funding opportunities, and more. If you have specific questions after reviewing the program details, contact the program's graduate advisor.

Graduate Advisor Dr. Maria Haiyasoso  [email protected] 512.245.2579 Education Building (ED) , Room 4016

Advisor Support Camila Saldivar [email protected] 512.245.7827 Education Building (ED) , Room 4012

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Application Process

Review requirements, submit application, upload documents, check status, application deadlines.

This program's deadline is firm. This type of deadline means the application and other application requirements must be submitted by the program's specified deadline day.

Admission Requirements

The items required for admission consideration are listed below.  Additional information for applicants with international credentials can be found on our  international web pages .

Application

• Completed  online application

Review  important information  about the online application.

Application Fee

• $35 nonrefundable Texas Education Agency technology fee (if offered admission to the master's certification program) and either
• $55 nonrefundable application fee OR
• $90 nonrefundable application fee for applications with international credentials

There are additional fees associated with certification programs to be paid after admission. Review important information about the additional fees to be paid.

Transcripts & GPA

• baccalaureate degree from a regionally accredited university (Non-U.S. degrees must be equivalent to a four-year U.S. Bachelor’s degree. In most cases, three-year degrees are not considered. Visit our International FAQs for more information.)
• a copy of an official transcript from  each institution  where course credit was granted
• minimum 3.0 GPA in your  last 60 hours  of undergraduate course work (plus any completed graduate courses)

Effective Fall 2024

• a 3.0 overall GPA or a 3.0 GPA in your  last 60 hours  of undergraduate course work (plus any completed graduate courses)

Review important information about transcripts. Official transcripts, sent directly from your institution, will be required if admission is granted.

Test Scores

• official GRE (general test only) required with competitive scores in the verbal reasoning and quantitative reasoning sections

The GRE may be waived if you hold a master's or doctoral degree from a regionally accredited U.S. institution. If you hold a master's or doctoral degree (or the equivalent thereof) from an accredited international institution, the GRE may be waived on an individual basis.

Approved English Proficiency Exam Scores

TOEFL Scores for school counseling and school counselor applicants*:

Applicants are required to submit TOEFL scores that meet the minimum program requirements below unless they have earned a bachelor’s degree or higher from a regionally accredited U.S. institution or one of the exempt countries found on the TEA standards and Texas State University standards .

• 22 listening
• 24 speaking

*Exceptions are made for students who have earned a Bachelor’s degree or higher from an institution of higher education in India. These students must meet the following requirements:

• official TOEFL iBT scores required with a 78 overall
• official PTE scores required with a 52 overall
• official IELTS (academic) scores required with a 6.5 overall and
• minimum individual module scores of 6.0
• official Duolingo scores required with a 110 overall
• official TOEFL Essentials scores required with an 8.5 overall

Review important information about official test scores.

This program does not offer admission if the scores above are not met.

Approved English proficiency exam scores for clinical mental health counseling & marriage and family counseling applicants:

Applicants are required to submit an approved English proficiency exam score that meets the minimum program requirements below unless they have earned a bachelor’s degree or higher from a regionally accredited U.S. institution or the equivalent from a country on our  exempt countries list .

• official Duolingo Scores required with a 110 overall
• informed consent form
• unique competencies that would contribute to your aptitude for graduate study
• personal experiences, such as volunteer work, that have helped prepare you for a role as a future counselor
• any additional language skills
• any technological competence and computer literacy
• your professional goals and the reason you are pursuing education and training in professional counseling, as opposed to another mental health discipline (such as psychology, social work, or counseling psychology)
• your reason for choosing your specified concentration (clinical mental health counseling, marriage and family counseling or school counseling)
• your major strengths and weaknesses with respect to being admitted into this program
• how you would increase the representation of people from all backgrounds in the counseling profession

Your statement of purpose will be evaluated for content, style, and quality. While you may seek consultation and editing suggestions, this statement must be representative of your current level and style of writing and representative of what could be expected from you if accepted into the program.

• three forms of recommendation (not general reference letters)

Review important information about documents.

Additional Information

• Application Decisions
• International Applicants
• Reapplication Process

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	The Chicago School
	2024-2025 Academic Catalog and Student Handbook     2024-2025 Academic Catalog and Student Handbook | (opens a new window) Program Overview The PsyD Clinical Psychology program bases its training on the practitioner-scholar model of education, integrating core competencies informed by the educational model of the National Council of Schools and Programs of Professional Psychology (NCSPP). Department faculty are actively engaged in practice and scholarship, and incorporate a wide variety of clinical examples into classroom activities. Students learn through rigorous course work, challenging practica, an integrative Internship and an innovative, applicable dissertation. The PsyD Clinical Psychology program is recognized for its excellent training in culturally competent service provision and offers students a remarkably wide variety of training opportunities.  Program Accreditation The PsyD Clinical Psychology program at the Dallas Campus not currently accredited by the American Psychological Association.  Questions related to the program’s accredited status should be directed to the Commission on Accreditation: The  American Psychological Association Office of Program Consultation and Accreditation 750 First Street, NE Washington, D.C. 20002-4242 202.336.5979 Program Philosophy The PsyD Clinical Psychology program has adopted the practitioner-scholar model and the NCSPP Core Competency model of training. These models are predicated on the belief that competent practitioners must have both a broad knowledge of scientific and theoretical principles at the core of psychology, which includes a solid understanding of a variety of scholarly work, as well as the ability to apply their knowledge to specific clinical situations. The doctoral department does not advocate any single theoretical orientation. Rather, students learn conceptualization and technique across several theories, and then choose a theoretical orientation in which to specialize. Students are continually challenged to reflect on the art and craft of professional practice, as well as on its scientific basis. Program Mission Through curricular and extra-curricular learning and training, students in the PsyD Clinical Psychology program at The Chicago School will experience a transformation in personal and professional identity manifested in a commitment to life-long learning and scholarship, sophisticated cultural awareness and competence, integrity and personal responsibility, psychological-mindedness, and a demonstrated investment in both the profession and the various communities in which they are engaged through their practices and lives. Program Aim The Program aims to prepare graduates for entry-level practice in health service psychology. Program Learning Outcomes Program Learning Outcomes (PLOs) address the Foundational and Functional Competency Domains expected of graduates of professional education and training programs in psychology proposed by the American Psychological Association. Research: Students will demonstrate knowledge, skills, and competence sufficient to produce new knowledge, to critically evaluate and use existing knowledge to solve problems, and to disseminate research. Individual and Cultural Diversity:  Students will demonstrate the ability to conduct all professional activities with sensitivity to human diversity, including the ability to deliver high quality services to an increasingly diverse population. Students will demonstrate knowledge, awareness, sensitivity, and skills when working with diverse individuals and communities who embody a variety of cultural and personal background and characteristics. Ethical and Legal Standards : Students will understand principles of ethical and legal behavior; integrate and adhere to the APA Ethical Principles of Psychologists and Code of Conduct, as well as relevant laws, regulations, rules and policies through the application of sound ethical reasoning. Professional Values, Attitudes, and Behaviors : Students will behave in ways that reflect the values and attitudes of psychology, engage in self-reflection regarding their personal and professional functioning, actively seek and demonstrate openness and responsiveness to feedback, and progressively respond professionally in increasingly complex situations with a greater degree of independence. Communication and Interpersonal Skills:  Students will develop and maintain effective relationships with a wide range of individuals, demonstrate proficiency at expressive and receptive communication, and demonstrate effective interpersonal skills. Assessment:  Students will demonstrate competency in conducting evidence-based assessment consistent with the scope of Health Service Psychology. Intervention : Students will provide effective interventions derived from a variety of theoretical orientations or approaches. The level of intervention includes those directed at an individual, a family, a group, an organization, a community, a population or other systems. Supervision : Students will understand how to act as role models, provide mentoring and monitoring of trainees and others in the development of competence and skill in professional practice, provide effective evaluation of those skills, and maintain responsibility for the activities they oversee. Consultation and Interprofessional/ Interdisciplinary Skills:  Students will intentionally collaborate with other individuals or groups to address a problem, seek or share knowledge, or promote effectiveness in professional activities. For information on where The Chicago School meets or does not meet the program licensure eligibility requirements for the  state in which you wish to be licensed, please visit: https://www.thechicagoschool.edu/admissions/licensure-disclosures/ . Admission Requirements For information on where The Chicago School is currently authorized, licensed, registered, exempt or not subject to approval, please visit   https://www.thechicagoschool.edu/why-us/state-authorization/ Application to The Chicago School’s PsyD Clinical Psychology program, on the Dallas Campus, is open to any person who has earned a bachelor’s degree from an institutionally accredited institution and who meets other entrance requirements. The program admits students whom it judges to possess sufficient academic aptitude, as well as the emotional and social maturity to function effectively as future professional psychologists. Applicants will be evaluated on their overall ability to do graduate work. Factors considered are: undergraduate performance, relevant work history (i.e., volunteer and professional experience, including, but not limited to, clinical, research, teaching and related experience), the content of essays, writing skills, admission interviews, and recommendations from academic professors or supervisors from professional or volunteer experiences. An undergraduate GPA of a 3.0 or higher on a 4.0 scale or a graduate degree in a related discipline with a GPA of 3.3 or higher on a 4.0 scale is required for admission to the Program. Applicants not meeting this requirement will not be considered. Applicants must submit the following: Official transcripts from all schools where a degree was earned or credits were taken, Curriculum vitae or resume, Three letters of recommendation, and Describe your rationale for wanting to become a clinical psychologist. Describe your goals for contributing to the communities you will serve upon becoming a clinical psychologist. The program faculty score each of the above items, along with the interview. The Clinical Psychology Doctoral Program requires 18 undergraduate or graduate semester hours of psychology credit, including three specific courses (Statistics, Abnormal Psychology, and Child/Human Development) that must be completed with a grade earned of ‘C’ or better prior to enrollment (please see the application for admission for detailed requirements). Please see the application for detailed instructions and information regarding application requirements, application deadlines, and letters of recommendation. Applications must be submitted with a $50 (US) non-refundable fee in order to be evaluated. This fee may be waived for The Chicago School alumni, McNair Scholars and military personnel. Applicant Notification If, after initial review of all application materials the Admission Committee so recommends, the applicant will be invited for an interview day with members of the Department faculty. Interviews are by invitation only and mandatory for full consideration. Post interview, the applicant will be notified of the Admission Committee’s decision regarding his or her application. The Chicago School does not share information or provide any feedback regarding admission decisions. If a student is offered admission, a non-refundable tuition deposit of $250 will be required by the deposit deadline indicated in the offer of admission to secure a place in the incoming class. The non-refundable deposit will be applied in full toward the student’s tuition upon enrollment. Degree Completion Requirements Successful completion of 106 credit hours of coursework Successful completion of 600-hour basic practicum in Year 2 Successful completion of 600-hour intermediate practicum in Year 3 Successful completion of 600-hour advanced practicum in Year 4 Successful completion of Pre-Practicum Qualifying Examination (PPQE) Successful completion of Research Competency Examination (RCE) Successful completion of Scientific Psychology Competency Examination (SPCE) Successful completion of Clinical Comprehensive Examination-Oral/Written (CCE) Successful completion of dissertation Successful completion of 2,000-hour pre-doctoral internship Cumulative grade point average (GPA) of 3.00 or higher Residency Requirement     Students must complete coursework in residence at The Chicago School in part through full time study as defined here:  Successfully complete three full-time academic years of graduate study;     At least two of the three full-time academic years of graduate study must be at the student’s home Chicago School campus;   At least one of the full-time academic years must be in full-time residency (i.e., completed in the Program while enrolled full-time).  Policies  The following policies are located under  Academic Policies and Procedures : Academic Calendar, Admissions Requirements, Attendance, Satisfactory Academic Progress, Credit Hour Residency Requirement, Service Learning, and Transfer and Nontraditional Credit Hours.  Ethical and Professional Behavior The Chicago School expects that all PsyD Clinical Psychology students will be knowledgeable of and adhere to the  APA Ethical Guidelines  as published by the American Psychological Association. Sound ethical reasoning and accountability to the larger community for adherence to guidelines for ethical behavior are the two characteristics that mark a profession as distinct from a career or job. As a result, several expectations of students are derived from the ethical code. First, no student shall obtain part-time or full-time employment that is beyond the scope of their cumulative training in the field of psychology. In accordance with Texas state law, no student may serve under the title of “psychologist,” “clinical psychologist,” or any closely related title or job function until granted an appropriate license by the state after the awarding of the doctoral degree. A student shall not perform any function that exceeds his/her level of training. Students shall ensure that the appropriate malpractice insurance is in effect prior to their commencement of any clinical practice. In addition, a student may not participate in psychotherapy with any department or affiliate faculty member under any circumstances or with any adjunct faculty member while registered in his or her course or while under his or her supervision. A student who fails to adhere to this policy or otherwise fails to demonstrate the appropriate ethics required for practice in the field of professional psychology is subject to discipline. A second derivation of the ethical code is that of integrity. The Chicago School expects that all students demonstrate the highest form of academic integrity. This applies to all of their graduate work and studies ranging from course work, to general scholarship, to interactions with faculty, staff, and students. Further, given that graduate students as part of their training gain access to extremely sensitive clinical information, The Chicago School expects that students show the highest form of professional integrity in their training settings. These expectations range from client contact, to professional communications, to representation as a student of the school. Integrity is taken very seriously and a violation of academic and professional standards is grounds for remediation, suspension, or expulsion. A final derivation of the ethical code is that of professional suitability. As a field, our primary responsibility is to the public we serve. As a result, should a student show signs that he or she is likely to cause harm to those we serve, swift action will be taken to mitigate that risk for harm. Such action could range from requiring additional education and remediation for the student to disciplinary action such as suspension or expulsion. Should a student demonstrate, over time and despite efforts to remediate, that he or she is not able to assume the responsibilities of the profession, he or she may be dismissed from the school. Professional suitability is defined in part by the school, in part by the field of psychology, and in part by the larger society. Should a student’s ability to engage in professional practice change, for example through conviction of a crime that prevents licensure, the department may determine that completion of the program is not possible for the student. Independent Practice Consistent with training department goals and the focus on ethical behavior, it is deemed inappropriate for PsyD Clinical Psychology students to engage in professional activities that may infringe upon a primary commitment to training, negatively affect quality of consumer mental health services, or are inconsistent with ethical and legal standards. Students’ participation in outside work activities should be secondary to training and should also uphold and be consistent with the ethical and legal standards of the profession. Engaging in independent practice in psychology prior to appropriate licensure, as a result, is viewed as inconsistent with these training objectives, and unethical for doctoral-level students. A student may hold a valid license in another profession (e.g., Licensed Clinical Professional Counselor, Licensed Clinical Social Worker, or Marriage and Family Therapist) or may obtain such a license during her/his training at The Chicago School. Such students may practice within the scope of their license consistent with the following: The demands of the practice in time or other resources must not jeopardize the student’s primary commitment to training in the department. The manner in which students represent themselves to colleagues, clients and the public (e.g. marketing materials and reports of service) should not create a belief that the practice is under the auspices of or sanctioned by The Chicago School, that the practice is part of the school’s training, or that the practice is that of a trained and licensed clinical psychologist. A student who fails to comply with the requirements of this section will be referred to the department chair for intervention, remediation, or disciplinary action, or for referral to Studnet Community Standards for disciplinary action and possible dismissal. Professional Performance Evaluation (PPE) Requirements Professional Performance Evaluations (PPEs) are completed at the end of each Spring semester for all students as a part of their annual performance review in the Clinical PsyD Program. The PPE provides students with feedback regarding their interpersonal skills, communication skills, comportment, openness to feedback, and professional functioning.  In addition, the PPE is used as a tool to assist students with engaging in the process of self-reflection. A PPE may also be assigned to any student for whom a faculty member has grade/performance-related concerns, including attainment of competencies and comportment issues that should be addressed in a student advising meeting and during their annual performance review. The completion and review of PPEs is an important way for faculty and others to assist in the comprehensive evaluation of students’ progress toward degree requirements. PPEs also provide essential feedback to students and advisors about areas for attention and focus in advising and remediation. Professional Development Group and Academic Advisor Assignment All students are required to enroll in a Professional Development Group during their first two semesters in the program to learn about their program of study and the requirements associated with completing their degree. Students are also assigned an Academic Advisor during their first year in the program, but may request a new Academic Advisor after that time. Generally, the student’s Dissertation Chair becomes their Academic Advisor at the end of Year 2, unless the student requests otherwise. Student Disclosure of Personal Information Self-reflection, introspection, and an ability to examine personal reactions to clinical material are considered critical skills in student development. Students will be required to examine their personal reactions and the impact of their personal histories on the clinical services they are training to provide. Students will not be required to disclose personal information related to sexual history, history of abuse or neglect, personal psychotherapy or in-depth information regarding intimate relationships in course or department related activities. However, students are expected to actively reflect upon and effectively manage their personal reactions to people who are different from themselves along these and other dimensions, especially when such reactions negatively impact clinical work, professional interactions, and ethical responsibilities. Such reflection may be required within the context of an advising relationship or some course assignments at The Chicago School, or a supervising relationship on practicum. The practicum is an integral component of clinical training. It provides a closely supervised clinical experience in which students use the knowledge obtained in the classroom to understand their clients and to develop skills in assessment, psychotherapy, and other discipline related areas. As such, the practicum serves to integrate the theoretical and practical aspects of the education of the professional psychologist. It allows students to become familiar with professional collaboration and consultation in a clinical setting. All students are required to take six semester hours each of Basic and Intermediate Practica, and four semester hours of Advanced Practicum (see below). The first two-semester (Basic) practicum sequence is focused on developing rapport with clients, developing proficiency with diagnostic interviewing, differential diagnoses, developing case formulations and beginning to understand how to implement treatment and evaluate its outcome. The second practica (Intermediate) sequence is primarily focused on strengthening case formulation skills, understanding how to identify, implement, and appropriately modify evidence-based interventions, administer, interpret, and integrate assessment data, understanding how to evaluate treatment outcomes, and implementing relapse-prevention strategies. The third practica (Advanced) sequence enables students to work with specialized populations and begin to develop an area of emphasis. All practica require individual and group supervision offered by the practicum site, as well as small group seminars offered by the school. Students registered in this program incur a one-time $195 Experiential Learning Technology Fee. Examinations Pre-Practicum Qualifying Examination (PPQE) At the end of the first year, students will take a Pre-Practicum Qualifying Examination (PPQE) to assess their readiness for practicum by demonstrating competency in assessment and intervention, individual and cultural diversity, ethical/legal standards, professional values/attitudes, and communication/interpersonal skills. Students will be provided with a clinical vignette to review before they respond to questions to address their understanding of issues that are presented. Research Competency Examination (RCE) At the end of Statistics II and Lab, students will take the Research Competency Examination (RCE) to assess their readiness to begin their doctoral dissertation. Students will respond by demonstrating competency in research methodology, knowledge of psychometric theory, techniques of data analysis, the ethical principles of research, and basic knowledge of the impact of individual and cultural diversity on research. Students will create a research proposal in response to a question that they are asked to answer. In their proposal, students will demonstrate their understanding of research ethics, method and design, statistical analysis, and communication of results. Scientific Psychology Competency Examination (SPCE) Each student is required to take the Scientific Psychology Competency Examination (SPCE) at the end of Year Two. The purposes of the SPCE is to assess the student’s basic knowledge in scientific psychology. The exam will cover the content areas of Biological Bases of Behavior, Social Bases of Behavior, Cognitive-Affective Bases of Behavior, Growth and Lifespan Development, and History and Systems of Psychology. Clinical Comprehensive Exam (CCE-Written and Oral) Every student is required to pass a Clinical Comprehensive Examination (CCE). The CCE has written and oral components and is given in the summer of Year Three, following the completion of Intermediate Practicum Seminar II. The CCE consists of a written paper and an oral presentation using a case vignette. The objectives of the CCE are to assess the student’s functional competencies related to case conceptualization, basic clinical intervention and relationship‐building skills, diagnosis, and assessment. Students must also demonstrate the ability to reflect upon and critique their own clinical work and effectiveness, as well as their understanding of diversity and difference variables upon rapport, case conceptualization, treatment planning, therapeutic intervention, and therapeutic effectiveness. Dissertation All students are required to complete a dissertation. The dissertation is an essential aspect of a student’s academic experience and clinical education at the school. The dissertation should clearly and concisely demonstrate the student’s command of the body of knowledge in a chosen area, as well as ability to critically evaluate and synthesize this knowledge. All students are required to complete an Internship following the completion of all course work, practicum, dissertation requirements, and after passing their comprehensive examinations. On internship, students integrate academic knowledge with clinical skills and demonstrate the effective and ethical use of these skills in clinical practice. Through intensive supervised training, students gain direct experience in applying their knowledge with a clinical population. The internship experience consists of a minimum of 2,000 hours of training over a 12-month period. Appropriate sites for internship training include programs that are approved by the American Psychological Association (APA) and programs that are members of the Association of Psychology Pre-doctoral and Post-doctoral Internship Centers (APPIC). The internship is a vital component of the program of study and is never waived or transferred. Students are required to register for Internship during each semester they are on internship. Registration for Internship automatically assigns full-time student status. The Curriculum Required Core : 92 credit hours Advanced Intervention Elective: 2 credit hours Electives/Major Area of Study: 12 credit hours Program Total : 106 credit hours Required Core (92 credit hours) PY 415TX - Professional Development Group I (1 credit hour) PY 416TX - Professional Development Group II (1 credit hour) PY 420TX - Psychopathology I: Child and Adolescent (2 credit hours) PY 421TX - Psychopathology II: Adult (2 credit hours) PY 425TX - Intellectual Assessment (3 credit hours) PY 426TX - History and Systems of Psychology (2 credit hours) PY 427TX - Statistics I and Lab (3 credit hours) PY 429TX - Clinical and Diagnostic Interviewing (2 credit hours) PY 430TX - Statistics II + Lab (3 credit hours) PY 437TX - Human Development Across the Lifespan (3 credit hours) PY 442TX - Personality Assessment (3 credit hours) PY 443TX - Diversity in Clinical Psychology I (2 credit hours) PY 446TX - Diversity in Clinical Psychology II (2 credit hours) PY 447TX - Cognitive-Affective Bases of Behavior (3 credit hours) PY 449TX - Biological Bases of Behavior (3 credit hours) PY 450TX - Professional Issues and Ethics (3 credit hours) PY 451TX - Social Bases of Behavior (3 credit hours) PY 452TX - Psychometrics (3 credit hours) PY 453TX - Advanced Assessment (3 credit hours) PY 455TX - Research Methods (3 credit hours) PY 464TX - Basic Intervention: Cognitive-Behavioral (3 credit hours) PY 468TX - Basic Intervention: Systems (3 credit hours) PY 479TX - Introduction to Human Neuropsychology (3 credit hours) PY 481TX - Introduction of Clinical Psychopharmacology (2 credit hours) PY 490TX - Social-Organizational Psychology (3 credit hours) PY 509TX - Motivation and Learning (3 credit hours) PY 500TX - Supervision, Consultation, & Professional Practice (3 credit hours) PY 508TX - Comprehensive Exam (auto half time) (0 credit hours) (Course Fee $475) PY 640TX - Proposal Development Seminar (1 credit hour) PY 413TX - Basic Practicum Seminar I (3 credit hours) PY 414TX - Basic Practicum Seminar II (3 credit hours) PY 504TX - Intermediate Practicum Seminar I (3 credit hours) PY 502TX - Intermediate Practicum Seminar II (3 credit hours) PY 607TX - Advanced Practicum Seminar I (2 credit hours) PY 608TX - Advanced Practicum Seminar II (2 credit hours) PY 641TX - Dissertation Maintenance I (1 credit hour) PY 642TX - Dissertation Maintenance II (1 credit hour) PY 643TX - Dissertation Maintenance III (1 credit hour) PY 644TX - Dissertation Maintenance IV (1 credit hour) PY 645TX - Dissertation Maintenance V (1 credit hour) PY 650TX - Internship I (0 credit hours)(auto full time) PY 651TX - Internship II (0 credit hours)(auto full time) PY 652TX - Internship III (0 credit hours)(auto full time) Advanced Intervention (2 credit hours) All students are required to take one advanced intervention course. This course provides more in-depth study of a specific approach to intervention. Students who are interested in a focus on a specific theoretical approach to intervention are able to select from courses grounded in a specific theory. The Clinical Psy.D. Department does not advocate any single theoretical intervention approach. Rather, all Clinical Psy.D. students receive an excellent base in theory, conceptualization and technique by completing Basic and Advanced Intervention Courses. Advanced Intervention courses prepare students for the Clinical Comprehensive Examination (CCE) which consists of a written paper and an oral presentation using a case vignette. The objectives of the CCE are to assess the student’s functional competencies related to case conceptualization, basic clinical intervention, relationship‐building skills, diagnosis, and assessment. Advanced Intervention courses prepare students to demonstrate an understanding of change using both basic and advanced theory and technique in the context of evidence-based practice. Students who receive a grade of “C” or “F” in any Advanced Intervention course may retake the same Advanced Intervention course or another Advanced Intervention course to fulfill their Advanced Intervention course requirement. PY 470TX - Advanced Intervention: Systems Approaches to Individual Therapy (2 credit hours) PY 492TX - Advanced Intervention: Cognitive (2 credit hours) PY 493TX - Advanced Intervention: Behavioral (2 credit hours) PY 4931TX - Advanced Intervention: CBT - Behavioral Approaches for Children (2 credit hours) PY 497TX - Advanced Intervention: Family (2 credit hours) PY 498TX - Advanced Intervention: Couples (2 credit hours) Major Areas of Study The Dallas Campus offers two Major Areas of Study for students who would like to complete advanced coursework, clinical work, and scholarship in Behavioral Medicine/Health Psychology or Clinical Child/Pediatric Psychology.  Students who choose to participate will take all program electives in their specified area, complete supervised practicum experiences in a related setting, and complete their dissertation on a topic relevant to the field. Students who do not wish to specialize may take any electives offered in the program (including those in a Major Area of Study) to meet degree completion requirements.  Health Psychology/Behavioral Medicine (12 credit hours) PY 510TX - Biopsychological Aspects of Medical Disorders (3 credit hours) PY 511TX - Health Psychology/Behavioral Medicine (3 credit hours) PY 512TX - Epidemiology and Public Health Psychology (3 credit hours) PY 513TX - Integrated Primary Care (3 credit hours) Clinical Child/Pediatric Psychology (12 credit hours) PY 489TX - Pediatric Health Psychology (3 credit hours) PY 520TX - Psychological Assessment of Children and Adolescents (3 credit hours) PY 521TX - Advanced Child and Adolescent Psychopathlogy (3 credit hours) PY 522TX - Evidence-Based Child and Adolescent Treatment (3 credit hours) Electives (12 credit hours) Students who do not wish to engage in a Major Area of Study may choose from any of the elective courses below to meet graduation requirements.  PY 249TX - Group Therapy (3 credit hours) PY 250TX - Theories, Evaluations and Treatment of Addictions (3 credit hours) PY 588TX - Learning to Teach (3 credit hours) PY 573TX - Child Trauma (3 credit hours) Extension Courses PY 411TX - Basic Practicum Seminar III (0 credit hours) (auto full-time) PY 503TX - Intermediate Practicum Seminar III (0 credit hours) (auto full-time) PY 609TX - Advanced Practicum Seminar III (0 credit hours) (auto full-time) PY 950TX A-F - Dissertation Extension (0 credit hours)(auto half time) PY 951TX A-F - Dissertation Extension (0 credit hours)(auto full time) PY 952TX - Dissertation Extension (0 credit hours)(not F.A. eligible) PY 953TX - Manuscript Preparation Extension (0 credit hours)(auto full time) PY 954TX - Manuscript Preparation Extension (0 credit hours)(not F.A. eligible) PY 766TX - Practicum Extension (0 credit hours)(auto full time) PY 767TX - Internship Extension (0 credit hours)(auto full time) Earning a Master of Arts Degree in Clinical Psychology A student on the PsyD Clinical Psychology program may earn a Master of Arts Degree (MA) in Clinical Psychology following the successful completion of required coursework. At the beginning of the semester in which a student expects to be eligible for the master’s degree, they are required to submit a Petition for Degree Conferral to the Office of the Registrar. The petition is a request to conduct an audit to determine eligibility for the degree. A student who meet the requirements is eligible to participate in the next scheduled commencement. A student who files a Petition for Degree Conferral is charged a fee.  The specific requirements for award of the MA Clinical Psychology degree for are as follows:  Good academic and professional standing  Successful completion of Basic Practicum Seminar I and II  Successful completion of the following courses:  If needed to complete hours.  Back to Menu myHilltop Mail and Calendar Collegiate Link Academic Calendar Back to Menu Current Students Future Students Parents and Families Athletes and Fans Faculty and Staff Request Info Undergraduate Expand Your Knowledge of the Human Experience As a Psychology major, you will develop a deep understanding of the human mind and behavior, as well as exceptional communication skills essential for work in social services, case management, consumer research and human resources. Why earn your Psychology degree at St. Edward’s? Whether you’re looking to become a psychologist, leader at a mental health facility or embark on a career in consumer research, one thing is certain: The advantages of your St. Edward’s education will prepare you to succeed. You’ll find opportunities in and outside the classroom to learn, give back and achieve your goals. And your mentors will support you every step of the way. Take advantage of invaluable internship opportunities In a field internship, you’ll apply your knowledge of psychology in a professional setting. While you’re there, you’ll complete a product – a handbook, institutional report or presentation – that the organization can keep using after you complete your internship. Gain knowledge as a teaching assistant Enjoy teaching and mentoring? You can serve as a teaching assistant, helping fellow students develop essential skills and techniques in a related field. Expand your communication skills and improve your own people skills by helping other students learn the material. Build relationships with your professors You’ll learn in small classes taught by award-winning professors who make a point of getting to know you and becoming your trusted advisors. They’ll help you identify and focus on your goals, and provide guidance and insight during and after your college years. Earn two degrees in five years Complete your  BA in Psychology and MEd Applied Behavior Analysis with our pathway to receive two degrees in five years. Your success coach and academic advisor will guide you through undergraduate and graduate courses to maximize benefits. Reap the Rewards of Austin Austin is a home base for numerous nonprofits and advocacy groups aiding the mental health and wellness needs of diverse communities. As a Psychology major, you’ll have access to internship opportunities at such organizations where you will learn how to make a difference for the causes you care about. What do our graduates do? Psychology majors go on to a variety of careers and graduate schools from St. Edward’s. Here’s a sample. Research and planning analyst for a community college district in San Diego. Coordinator in the People Department on the flight operations/technology recruiting team at Southwest Airlines. Chief of staff at a global tax firm. Research assistant at the Terrorism Research Initiative. Psychometrician at Elsevier, a global information analytics company. Director of Forensic and Family Services for Williamson County Children’s Advocacy Center. Policy analyst at the Texas Criminal Justice Coalition. Graduate students at The University of Texas at Austin, Stanford University, Columbia University, the University of Houston and more. Explore Details About a Degree in Psychology Degree requirements. Major Requirements: The BA in Psychology requires 31–32 hours of major courses, which include a combination of introductory and advanced topics. In addition, students choose 9 hours of career-emphasis elective courses that help prepare them for future interests, such as graduate study or their career path in psychology. Electives: Students are free to complete 26 hours of elective courses in any area of study they choose. These courses do not have to relate to the Psychology degree. General Education Requirements: The Psychology degree requires 57 hours of general education courses that students complete over four years in addition to their major courses and electives. View and download the full  degree plan for our Psychology major  (PDF). A few examples of the Psychology major courses students take:              Social Psychology – Examines how people interact with and are influenced by others, including topics such as conformity and obedience, nonverbal behavior, person perception, leadership, and attraction. Abnormal Psychology – Addresses the causes, consequences, and cures for maladaptive behavior, such as depression, mood disorders, antisocial personality disorder, or schizophrenia. Biopsychology – Delves into the function and anatomy of the nervous system and the role it plays in directing perception, emotion, thought, memory, and motor behavior. Learning Outcomes Experiential learning and research. As a Psychology major, you’ll graduate with practical experience you can put on your resume. Whether you choose a research assistantship, teaching assistantship or field internship, you’ll get a head start on your career. For example, St. Edward’s students have recently explored how cues to status affect college students’ preferences for relationship partners, and how different types of distractions affect working memory. To get the full research experience, you’ll travel to a conference like the Southwestern Psychological Association or the Society for Personality and Social Psychology and present your work. These meetings give you a chance to see research that other undergraduates, graduate students and professors have conducted, network with graduate school in mind, and decide if a career in research is right for you. Internships Your internship depends on what you’re curious about: child development, mental health and mental illness, counseling, criminal justice, LGBTQIA+ issues or politics, to name a few. Students have recently interned at these Austin organizations: Center for Child Protection Lone Star Victims Advocacy Program Austin Family Institute National Alliance on Mental Illness QWell Community Foundation Therapists in private practice – several of them St. Edward’s graduates Whatever setting you choose, you’ll discover how the psychology you learned in class translates into the world of work, and you’ll build your portfolio of professional skills. Minor in Psychology The study of psychology enhances our understanding of how people think, feel, and behave. It provides valuable insight for every area of work and life, and aligns with any field of study. Students interested in learning more about how the human mind works and why people do what they do are encouraged to pursue a minor in psychology, which requires 18 hours of coursework Required Courses: General Psychology (PSYC 2301) Lifespan Development (PSYC 2310) Social Psychology (PSYC 3319) 1 lower-division Psychology elective (PSYC 2300+) 2 upper-division Psychology electives (PSYC 3300+) Meet Our Faculty 173 IMAGES Psychology PhD masters programs in counseling psychology texas 5 Top Value Counseling PhD Degrees in Texas Paul INGRAM PhD Counseling Psychology Programs 2024+ in Texas Lesley University's PhD in Counseling & Psychology Program COMMENTS Counseling Psychology The Counseling Psychology doctoral program at the University of Texas has been continuously accredited by the American Psychological Association (APA) since 1953; the program's next re-accreditation site visit will be in 2033. Accreditation status may be confirmed by APA via: Education Directorate. Ph.D. Learn about the APA-accredited program that trains ethical and clinically competent counseling psychologists in the scientist-practitioner model. Find out the admission requirements, curriculum, tuition, licensure and accreditation information for this doctoral degree. Counseling Psychology Doctoral Program Phone: (202) 336-5979. TDD/TTY: (202) 336-6123. Fax: (202) 336-5978. [email protected]. Accredited American Psychological Association since 1987. 5 - 6 years to complete the degree. Counseling Psychology Student Handbook. Student Admissions, Outcomes, and Other Data. UH Graduate School. Counseling Psychology Ph.D. On Campus. Est. time to complete: 5-6 years. Credit Hours: 42 (with master's) or 72 (with bachelor's) Help people cope with crises, problems of daily living and mental challenges. The main goal of our Counseling Psychology Program is to train health service professional psychologists within a scientist-practitioner model that attends to ... 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Program: Counseling Psychology, PhD Program Total Credit Hours Required: Minimum 102.0 credit hours (Total of 105.0 with Health Minor/Emphasis) The PhD in Counseling Psychology requires no less than four years of full-time study, a minimum of 102 credit hours, and the completion of all required coursework, candidacy research project, comprehensive examination, practicum ... Counseling Psychology The Counseling Psychology doctoral program at UNT is fully accredited by the American Psychological Association's Committee on Accreditation [750 First Street NE, Washington, D.C. 20002-4242, telephone (202) 336-5979]. ... Denton, Texas 76203-5017 Fax: (940) 565-4682 College of Liberal Arts & Social Sciences View departments Get advising ... PDF Doctor of Philosophy in Counseling Psychology The Texas A&M Counseling Psychology doctoral program has been continually accredited by the American Psychological Association since 1981. Grounded in a scientist-practitioner model, the program trains and graduates ethical and clinically competent counseling psychologists, commensurate with current expectations from the American Psychological ... Program: Counseling Psychology, PhD Email & Phone. [email protected]. 940-565-2000. 940-369-8652. Apply now Schedule a tour Get more info. ©2016 University of North Texas. University of North Texas. Aug 14, 2024. 2024-2025 Graduate Catalog. PhD in Counseling Psychology WE CAN BE REACHED AT 940-369-7767 OR [email protected]. Through the UNT Department of Psychology's APA-accredited Counseling Psychology program, graduate students are able to pursue a Ph.D. in counseling psychology with a specialized elective cluster in sport and performance psychology. Through this doctoral program and elective cluster ... Counseling Psychology Doctoral Degree The Ph.D. degree in counseling psychology requires a minimum of 99 semester hours beyond the bachelor's degree, including a one-year, full-time paid pre-doctoral internship. Students who are admitted with a master's degree in a closely related field and able to devote themselves full time to their studies may complete the program in five years. Graduate Program Most students in the program also receive training in the teaching of psychology to help prepare them to be effective classroom instructors as they often teach courses independently. If you have any questions, please contact the Counseling program direction, Dr. Sheila Garos at [email protected] or (806) 834-1344. Ph.D Program Ph.D Program. Requirements. Students' graduate work will largely consist of courses, seminars, reading, and research in their graduate area, and all graduate students should discuss their proposed coursework with their area head prior to registration. 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Professional Counseling (M.A.) : The Graduate College : Texas State The professional counseling program is designed to provide training and course work graduates need to become certified as Texas School Counselors, licensed as Texas Licensed Professional Counselors, or Licensed Marriage and Family Therapists. The Institute for Play Therapy offers specialized training for those interested in becoming Registered ... Counselor Education and Supervision (PHD) Texas A&M University-Commerce Attn: Graduate School PO Box 3011 Commerce, Texas 75429-3011 ... Chemical Dependency Counseling Graduate Certificate Social Work (MSW) Higher Education (Ed.D.) Psychology (MS) Specialist in School Psychology (SSP) Counseling (MS) Clinical Mental Health Counseling Emphasis. A Member Of The Texas A&M University ... Program: PsyD Clinical Psychology The Clinical Psychology Doctoral Program requires 18 undergraduate or graduate semester hours of psychology credit, including three specific courses (Statistics, Abnormal Psychology, and Child/Human Development) that must be completed with a grade earned of 'C' or better prior to enrollment (please see the application for admission for ... 2024 Best Counseling Degree Programs Ranking in Texas A Counseling degree opens up various career paths, as exemplified by a graduate from Texas A&M University who became a Community Outreach Coordinator. This role involves engaging with at-risk youth and developing programs that support their personal growth, showcasing the impactful work counselors can do in their communities. Psychology Students interested in learning more about how the human mind works and why people do what they do are encouraged to pursue a minor in psychology, which requires 18 hours of coursework. Required Courses: General Psychology (PSYC 2301) Lifespan Development (PSYC 2310) Social Psychology (PSYC 3319) 1 lower-division Psychology elective (PSYC 2300+) assignment essay homework paper phd report resume review speech thesis